Blurred boundaries: Sussing out thresholds between WAC and WPA in administrative professionalization

Amy T Cicchino; Mandy Olejnik; Christina LaVecchia; Al harahap

doi:10.37514/PER-B.2023.1947.2.13

Blurred boundaries: Sussing out thresholds between WAC and WPA in administrative professionalization

Amy T Cicchino, Mandy Olejnik, Christina LaVecchia, Al harahap

Daytona Center for Teaching and Learning Excellence

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Over the past 50 years, the field of WAC has increasingly shifted from discussions of starting programs to efforts of sustaining programs (Cox, Galin, & Melzer, 2018). Similarly, WAC pedagogical support has moved from the oneoff workshop model of “writing-to-learn” pedagogy (Walvoord, 1996) to other models of effecting long-term change with faculty (Glotfelter, Updike, & Wardle, 2020; Martin, 2021). Alongside these programmatic and pedagogical trends, we argue that WAC administrative support and professionalization need to similarly grow. To work toward sustainability as a field, we need to (re)consider the professionalization of WAC administrators—both in graduate school and throughout their careers.

Original language	American English
Title of host publication	Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50
DOIs	https://doi.org/10.37514/PER-B.2023.1947.2.13
State	Published - May 24 2023

Keywords

Writing across the Curriculum
Administration
Professional Development

Disciplines

Higher Education Administration
Other English Language and Literature

Access to Document

10.37514/PER-B.2023.1947.2.13License: CC BY

Blurred boundaries: Sussing out thresholds between WAC and WPA inFinal published version, 1.12 MBLicense: CC BY

Cite this

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AU - Cicchino, Amy T

AU - Olejnik, Mandy

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N2 - Over the past 50 years, the field of WAC has increasingly shifted from discussions of starting programs to efforts of sustaining programs (Cox, Galin, & Melzer, 2018). Similarly, WAC pedagogical support has moved from the oneoff workshop model of “writing-to-learn” pedagogy (Walvoord, 1996) to other models of effecting long-term change with faculty (Glotfelter, Updike, & Wardle, 2020; Martin, 2021). Alongside these programmatic and pedagogical trends, we argue that WAC administrative support and professionalization need to similarly grow. To work toward sustainability as a field, we need to (re)consider the professionalization of WAC administrators—both in graduate school and throughout their careers.

AB - Over the past 50 years, the field of WAC has increasingly shifted from discussions of starting programs to efforts of sustaining programs (Cox, Galin, & Melzer, 2018). Similarly, WAC pedagogical support has moved from the oneoff workshop model of “writing-to-learn” pedagogy (Walvoord, 1996) to other models of effecting long-term change with faculty (Glotfelter, Updike, & Wardle, 2020; Martin, 2021). Alongside these programmatic and pedagogical trends, we argue that WAC administrative support and professionalization need to similarly grow. To work toward sustainability as a field, we need to (re)consider the professionalization of WAC administrators—both in graduate school and throughout their careers.

KW - Writing across the Curriculum

KW - Administration

KW - Professional Development

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DO - 10.37514/PER-B.2023.1947.2.13

M3 - Chapter

BT - Adapting the Past to Reimagine Possible Futures: Celebrating and Critiquing WAC at 50

ER -

Blurred boundaries: Sussing out thresholds between WAC and WPA in administrative professionalization

Abstract

Keywords

Disciplines

Access to Document

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